6 Marketing Tips To Boost Your eLearning Course Sales

Marketing Tips To Boost Your eLearning Course Sales

There are a variety of marketing ideas that are widely used to promote services and build the buzz for new products in the business industry. However, these marketing techniques can also help eLearning professionals, in all niches, to spread the word about their eLearning courses and get them onto the screens of those who can truly benefit from them. Here are a few marketing tips to boost your eLearning course sales that you may want to keep in mind when launching your next eLearning course.

  1. Offer learners a sneak peek to get them hooked.
    Ultimately, all learners want a glimpse of what the eLearning course is going to involve. Paying money to enroll in an eLearning course that holds a variety of unknowns just isn’t appealing, because your learners cannot be sure that they are going to actually benefit from the learning experience. Marketers and promoters offer “freebies” quite often, because it gives consumers the chance to try before they buy. So, why not give your learners a small taste of what’s in store for them if they do sign up for your eLearning course. This is particularly useful for those who may be skeptical about eLearning to begin with, as they will be able to get a firsthand look at the experience, as a whole, and find out what it can offer them. Any questions they might have regarding the aesthetics of the eLearning course, the quality of the writing, or the nature of the subject matter can all be answered by taking a test drive with your eLearning course.
  2. Get endorsements!
    If you want to have more learners sign up for your eLearning course, why not offer them proof that it actually does what you say it does. For example, if you claim that your eLearning course is going to boost their problem solving skills, ask one of your satisfied learners to write up an endorsement or testimonial that you can put on your site. Perspective learners will be more confident about enrolling if they know that others have been satisfied with the learning experience you provided them. They don’t want to be the first ones to test it out. Instead, they want to know that others have enrolled in the eLearning course in the past and have actually benefited from it on some level.
  3. Develop your brand image.
    Even if you develop an eLearning course that offers a wide range of benefits to your learners and fulfills a need that they have, you aren’t likely to see your enrollment figures skyrocket unless they perceive your brand image as trustworthy and credible. This is why it’s so important to cultivate your brand. You want learners to not only remember your brand, so that they are likely to become lifelong learners, but also to know immediately that it is of high quality. Take the time to build a brand and then manage your reputation and your online presence. Ask learners to give you positive reviews, and do everything in your power to ensure that your brand is synonymous with amazing eLearning experiences.
  4. Be an expert in your field.
    Being an authority in your niche gives you the opportunity to build a level of credibility that is unparalleled.  You must be the person who everyone turns to when they need information regarding your niche. Post articles online that offer tips and advice. Become active on social media sites such as LinkedIn and Twitter, join eLearning groups,such as the Instructional Design and E-Learning Professionals’ Group, and comment regularly on social media posts or forums. Be consistent about creating blog posts. Be an expert in your field, so that learners won’t hesitate to come to you when they need knowledge and/or skill set development.
  5. Offer a specific solution to their problem.
    As is the case with all marketing endeavors, you must find the learners’ “sore spot”. This is the problem that they need to solve or the challenge they need to overcome in either their personal or professional lives, or both. You have to let the learners know what they will get out of the experience specifically, rather than offering them a vague generalization of the skills or knowledge they will be gathering throughout the eLearning course. Most importantly, you must create a marketing campaign that addresses the needs of specific target groups. In other words, your promotional message or materials cannot be the same for all members of your audience. Each group must know exactly how they can expect to benefit from participating in your eLearning deliverable. You can find all of this information out by conducting surveys, focus groups, and one-on-one interviews with key members of your target audience to learn more about their background, expectations, and learning needs.
  6. Tell them exactly what they will get out of the deal.
    Be as specific as possible when you are creating your eLearning course description, title, and syllabus. Let them know exactly what they are going to get out of the deal as concisely and clearly as possible. Give them detailed information about not only the benefits they will receive, but how they can apply the information they are going to learn in the real world.  Marketers don’t just tell consumers what the product does, they stress how much the product will change their lives for the better. As such, when you’re marketing your eLearning course, be sure to tell your learners how the knowledge they’ll be acquire applies outside of the virtual classroom.

Use these marketing tips to promote your eLearning course and boost your eLearning course sales. While you may not have the time to become a round-the-clock marketer for your eLearning course, you can use these marketing tips to spread the word and generate interest among your audience.

Wondering about the marketing ideas and principles that you can apply in your eLearning course design to increase learner engagement and excitement? Read the article 5 Marketing Tips To Apply In eLearning to learn how to transform even the most dry and dull subject matter into something truly motivational and interactive.

Looking for advice on how to market yourself? The article 5 Tips to Market Yourself as an eLearning Professional features 5 top tips that you can use to build your online presence and market yourself as an eLearning professional.

This post was first published on eLearning Industry.

3 Reasons To Switch To Online Training

Reasons To Switch To Online Training

The ‘80s and the ‘90s gave birth to a new generation – a generation that changed the history of the learning culture within organizations and one that altered the way people thought, related to each other and delivered; a generation known as the Internet Generation, iGen or Net Generation; a generation whose individual members are called Gen-Yers, digital natives, echo boomers or millennials. If you have not made the switch to online training yet, this article will make you rethink your training strategy. Here are your 3 reasons to switch to online training.

  1. A Majority of Today’s Organizations Comprise of Gen-Yers
    Today, a majority of workforces across the globe comprise of Gen-Yers. The baby-boomers are fast disappearing from the scene and are being replaced at an increasingly rapid pace by the Gen-Yers. While it has taken a good many years for the baby-boomers to train, learn the ropes of the business and finally to gain the right to a certain level within an organization’s hierarchy, Gen-Yers are doing it all at a much earlier age, much to the chagrin of their older colleagues. The business world is a ruthless one and does not take into consideration that the baby-boomers have had decades more of hands-on experience and expect Gen-Yers to display the same (if not more) business sense, tenacity and expertise as their baby-boomer counterparts. To help your young workforce meet the growing demands and expectations set on them, you must provide them with a type of training that will get them there. The training should be fast, easy, seamless, streamlined, focused, and independent of other factors that may delay them to reach their goal in the specified time. The only training that fits this bill is technology-enabled or online training.
  2. The Gen-Yers’ Training Needs are Different
    The Gen-Yers’ training needs have evolved from the previous generations. Some of these needs include:

    • Training that is meaningful
    • Instant gratification
    • Knowledge that will reach at the speed of need
    • Quick feedback on performance
    • Increased responsibilities
    • Improved skills to increase productivity
    • Demands to be treated on a merit basis
    • Non-interference (or minimal interference) while learning
      The Gen-Yers are unwilling to hang around if they do not get what they want. Fast-growing and emerging economies with young populations have realized this and are going out of their way to make sure these training needs are met; they do this by shifting their organizational learning and development training programs to online training platforms that are designed to cater to all these needs.
  3. Gen-Yers are Digital Natives
    The Gen-Yers have grown up surrounded by electronic gizmos, gadgets and technology, so much so that technology has been a part and parcel of their everyday life. With access to technology all of their life, Gen-Yers know where to find information and how to obtain it. Technology has also made them social beings on the internet where they interact with thousands of fellow Gen-Yers to share their knowledge and ideas and collaborate with like-minded individuals. Gen-Yers are far ahead of their older counterparts of previous generations in the way they think, respond and function, and as a result classroom training at the workplace translates to mindless drivel to them. But give a Gen-Yer technology-enabled learning and he/she will turn into a powerhouse of force and vitality; a digital native with the whole world in his/her hands; a social-media animal who will propel your organization into the future.


The Gen-Yers are the future of workplace; Gen-Yers are already learning and accessing information and reaching out to people with whom they can share ideas, to help them move forward. In other words, Gen-Yers are not dependent on the classroom training they receive – rather they are carving out a future and a niche for themselves. Provide a Gen-Yer with training that makes use of technology that he/she is familiar with and you will have a willing worker, a hard worker, a worker who will rise up to the ever-increasing expectations he/she sets for himself/herself, and beyond.

This post was first published on eLearning Industry.

CLO Exchange 2015

The theme’s of IQPC’s 3rd Annual Chief Learning Officer Exchange (CLO Echange 2015) are built around the need to re-think and adapt L&D’s strategy to meet the business needs for skills.

It’s no longer just about training. It’s about enabling the workforce to compete and be productive in a new world of constant change precipitated by rapid globalization, economic interdependence and innovation in telecommunications.

As a result, the following trends are in the making:

All Companies Are Becoming Technology Companies- Regardless of market segments, all companies are becoming “technology” companies. Technology will determine a company’s competitive reach, operating efficiencies and drive the customer experience. The question becomes does a company grow or acquire technical talent? And how can it be done efficiently and effectively?

Agility – The ability to change course quickly is one of the biggest limiting factors amongst CLOs. How can we create an organization that is nimble and adaptable to changing business environment (both internal and external)? How do we balance the long-term plans that create the leadership capability with short-term needs?

Productivity Improvement & Innovation As Guideposts in Assessing Training Outcomes – Organizations must focus on continuously improving knowledge worker productivity & the productivity of capital, and systematically produce and manage innovation, We discuss how internal training organizations are reinventing their leadership programs to equip executives with the thinking, the knowledge, and the skills to succeed in a low/slow growth economic environment

The Intersection of Learning, Leadership, Talent & Performance Management – While “learning: and “capabilities” are the biggest challenges in business today, these problems are only solved when a company looks at the end-to-end process of managing people. It is the role of the CLO to understand and look at training and learning in the broader context of talent management

Preparing for the Next-Gen Worker – 10,000 baby boomers turn 65 every day. Is your organization ready? With the emergence of more social and collaborative ways of working, and a millennial workforce, you need to amend your learning and employee engagement practices to remain viable.

New Models & Approaches for Learning – From just-in-time to social to virtual to action, we explore the variety of forms and formats leading organizations are taking to foster learning beyond the classroom and deal with interruptions that come with more choices and conflicting learning activities

We look forward to helping you evolve your leadership development programs, create new & innovative approaches to foster learning beyond the classroom, instill a high performing culture and maximize L&D’s role on talent, succession and performance management.

We at IQPC look forward to welcoming you to the CLO Exchange 2015 .

Naomi Secor
Global Program Director
Chief Learning Officer Exchange

What distinguishes this event?

CLO Exchange 2015 has the following distinguishing features:

Brain Weave® discussions
Exclusive senior level attendance
Strategic conference sessions
Customized itinerary
One-on-one business meetings

This post was first published on eLearning Industry.

Sharing Experiences: A Stepping Stone To Social Learning In The Workplace

The Importance of Powerful Social Learning Strategy

Learning has always been a social activity. It is then no wonder why Workplace Learning too has a strong social element. Across conference tables and across cubicles, over coffee breaks and at the water cooler – social interactions occur continually that form the building blocks of learning within the workplace. These informal instances of learning are not logged into a system or even structured in any way. But the power and reach of social interactions for learning cannot be overlooked. With the help of technology, it is now possible to facilitate social interactions and derive meaningful learning out of them. This makes social interactions possible between a larger group, surpassing geographical boundaries.

Before embarking on a social learning intuitive, it is important to note that it works best when individuals or groups have a genuine shared purpose, need, or interest. Social interactions cannot be forced. Even if you are successful in getting learners to log on to a social forum, they need to find the shared ground for actual learning to happen. A powerful social learning strategy that creates an environment of learning is through sharing experiences. Experiences are personal – but there is a lot of learning that can be derived from them as well. Learners too are much more open to sharing experiences as they do not have to do any background study or extra work for it. It happens during the course of work and when you share it, it helps your fellow learners. Sharing experiences also comes with a sense of pride, so this type of social sharing comes most naturally to most learners. There are various ways to encourage social sharing and derive learning from it.

  1. Sharing through Discussions.
    Discussions take place within a social learning platform in a lot of ways – through discussion boards, live chat, virtual classrooms and so on. Instructors often play the role of facilitators, to make sure that the discussions are relevant. A popular way to encourage sharing is to dedicate a day for a ‘huddle’. This session can be solely focused on each individual or team discussing the learning acquired over the week. It can be accomplishments that have made their endeavors successful. It can also be lessons learnt in ‘what not to do’. This helps fellow learners take inspiration from their successes as well as learn from their mistakes. Since these discussions are not part of any formal sessions, learners are more inclined to share freely and bring out the true nitty-gritty of work into the learning space.
  2. Sharing Photos.
    Even the most basic models of mobile devices now have cameras and this can be utilized to take pictures. Learners can be encouraged to share a bit of their experiences from time to time through pictures. For instances, retail sales teams who go on regular market visits can take pictures of shelves that are duly set or point-of-sales material well displayed in an outlet. The pictures can be shared with others on the social platform – to compare as well as to learn from. Each sales personnel can point out pictures that stand out and the ones that are not up to the mark. This would also help other teams visiting the market get a better feel of different outlets, their strengths as well as weaknesses.
  3. Sharing Audio.
    Learners can also record findings and experiences through the audio recorded in their mobile devices. The short audio recording may record first impressions of a client or a strategy that worked with a particular customer. To maintain the usefulness of audio recordings, instructors can ask the learners to keep the recordings within a decided time limit. One or more such recordings can be played together to form a ‘lesson’. Instructors can utilize audio recording as a precursor for debates and discussions as well.
  4. Sharing Video.
    Videos are a powerful mode of learning. We best remember something that we actually ‘see’. Videos taken on the course of work do not have to be well shot. They should essentially relay what the learner has done or accomplished, and how. It can be ‘talking head’ video where the learner talks about his experiences. Or alternatively, the learner can actually demonstrate a skill or technique and share it with his peers. This is an impactful way of learning and an inexpensive one as well. Professional videos require larger budgets, but sharing videos can be made by the learners themselves. Since sharing experiences is the main objective, nobody minds if the video is a bit shaky or the picture is not too clear in parts.

Utilizing experiences for social learning is a tried and tested way of learning. It aligns with the natural preferred way that most learners choose to learn and it does so without forcing the learning. This mode of learning works for most industries and verticals, but sales and retail are sectors where it has been especially successful. It is not the only way that social learning works – but it is indeed, undoubtedly, one of the most powerful ways.

This post was first published on eLearning Industry.

Training and Responsive Design (Your Phone is Not a TV!)

Training and Responsive Design 

Your smart device isn’t a tiny tv.

It seems that when we try to create responsive pages for training, we don’t actually think about how people use these different devices. When adapting your content for smart devices, it’s important to keep in mind that your smart device isn’t a tiny TV. Smartphones and tablets aren’t used the same way as desktops, and they certainly shouldn’t all be treated the same way. A common error is to throw all your content onto your smart device screen in the same format as a desktop. This might be helpful – if you’re a mouse – but you’re not, and neither are your employees.

It’s important to take into consideration what your employees are doing when they are using different devices. This information will guide you in deciding what format and design is appropriate for your video and web pages.

1. Walk Along Smartphone.
Take into account where most people are using their smartphones. They are mostly used “walking along” when people don’t have access to a desktop. This could mean on the bus to work or out on a project.

In addition, People are expecting more from their phones than ever before.  According to Pew Internet, 55 percent of Americans said they’d used a mobile device to access the internet in 2012. A surprisingly large number — 31 percent — of these mobile internet users say that’s the primary way they access the web. In these cases, smartphone users need or expect the same amount of information in a touch screen format. Rather than browsing for content and scrolling through pages, they often want what they need as quickly as possible. If you want employees to continue their training “on the go”, make sure it’s easy to do so on a smartphone. They may not be able to read long documents on a tiny page, but they may be willing to listen to/watch a training podcast or video.

2. Lean Back Tablet.
Mobile use doesn’t always mean “on the go”. In fact, Google reports that 77 percent of searches from mobile devices take place at home or work, only 17 percent on the move. Most of this data is attributed to tablets, which are most used at home for entertainment purposes. Shopping, engaging on social media, and watching videos play a big role in tablet use. When designing for mobile use, keep in mind that tablet users might be kicking their feet up – or “leaning back” – after a long day at work.

For online training, you can expect that your busy employees might be using their tablets in this “lean back” fashion to take tests and watch training videos. HTML5 video is a great option for work on tablet devices, especially those that don’t support Flash. With the right player, you can deliver a lean-back video experience that also supports the interactivity your employees need when engaging with a training video.

A look forward

While adults primarily use tablets for entertainment, an increasing number of students use tablets for work. According to a survey by Pearson Ed, “About half of the students surveyed have used tablets or smartphones to do their school work during the school year (49 percent and 47 percent, respectively).” In addition, “51 percent of elementary and 52 percent of middle schools students own a tablet, but only 36 percent of high school students do.” This means that the younger the student is, the more likely they are to own a tablet and expect to be able to do schoolwork and, in the future, business training on their tablets. In the near future, these students will enter the workplace and continue change the way we look at tablet use for training.

3. Lean Forward Desktop.
Users at their desktop are typically in a task-oriented mindset. They often have a goal in mind – or several – when they access content on their desktops. They may need access to supplemental, downloadable material. Even with the rise of BYOD in the workplace, most people use desktops to get the bulk of their work done. Those using tablets generally “lean forward” into the content to discover the information they need. They are typically more engaged and willing to explore more in-depth content. For this reason, you can give them access to a lot of information.

Your training content for desktops can and should be connected to documents, photos, and video. Having access to all of these tools will help your engaged viewer connect the dots on their training topics.

Flash is not dead!

For desktops, its important to remember that Flash video still is a vital part of business infrastructure. A lot of interactive video content still exists in Flash, so make sure your video partner supports both HTML5 and Flash.

BYOD is already a large part of our corporations and will continue to grow within the coming years. It is important to be responsive to these changes—and create responsive content, especially within our training.

Different devices are used in different ways. We must use this information to inform our decisions about designing for each device. For video content, a responsive HTML5 player such as Viddler’s Arpeggio makes sure your content is easy-to-use on most (if not all) devices.
Interested in learning more about interactive video? I encourage you to visit Viddler’s interactive training page.

This post was first published on eLearning Industry.

Badges come to OpenLearn

Badges bzw. Open Badges gehören zu den Entwicklungen, deren Tragweite ich noch nicht einzuschätzen vermag. Vor allem, wenn es darum geht, nicht nur auf einer einzelnen Plattform die Nutzer zu motivieren (Badges), sondern wenn sie zu einer “globalen” Währung für die Skills werden sollen, die Menschen im Netz (und darüber hinaus) erworben haben. Open Badges eben. Aber vielleicht bringt die Entscheidung der Open University, auf ihrer OpenLearn-Plattform zukünftig Badges zu vergeben, das Thema einen großen Schritt weiter. Wie heißt es in der Ankündigung: Aus “Massive Open Online Courses” werden “Badged Open Courses”, aus MOOCs zukünftig BOCs.

“Currently, learners enrolled on any of the 800 short courses on OpenLearn can download an activity record to print or to share online what they have read. Digital badges issued with each BOC and accompanying statement of participation certificate are a different marker of achievement: learners will have not only read full online courses but will have had to have passed online quizzes to earn their digital badge and OU certificate. Pilot research has shown that this will help informal learners build confidence and motivation for learning, providing a record of achievement which they can share with friends, learner communities, employers and educational institutions. Learners will be able to display their completed badges publicly or privately in their My OpenLearn profile and link to other platforms, such as LinkedIn, Twitter and Facebook.”
OpenLearn, 9. Februar 2015

Trends in Distance Education Research: A Content Analysis of Journals 2009-2013

Die aktuelle Ausgabe der International Review of Research in Open and Distance Learning (IRRODL) enthält unter anderem diese Vermessung von Distance Education. Dazu wurden 861 Artikel systematisch untersucht, die in sieben Fachzeitschriften veröffentlicht wurden. Gefragt wurde u.a. nach häufig zitierten Schlagworten, Forschungsfeldern, Forschungsmethoden, theoretischen Ansätzen, Zielgruppen und nach häufig zitierten Autoren und Studien. Kurz: eine Fundgrube für alle, die mit dem Fach zu tun haben, an langjährigen Trends interessiert sind oder sich gerne in Listen verlieren.

Einige Ergebnisse: Was “the use of research specific keywords” betrifft, liegen “OER”, “Mobile Learning” und “Collaborative Learning” ganz vorne, aber auch “MOOCs” sind bereits unter den zehn meist genannten. Die Theorien und Modelle, auf die sich die Forschungsliteratur am häufigsten bezieht, sind “Community of Inquiry”, “Collaborative Learning”, “Constructivism” und dann, bereits an vierter Stelle, “Connectivism”. George Siemens und Stephen Downes nehmen demzufolge auch bereits die Plätze 11 und 12 der am häufigsten zitierten Autoren ein. Und aus “distance education”, so die Autoren abschließend, scheint wohl langsam “open and distance learning” zu werden.
Aras Bozkurt u.a., International Review of Research in Open and Distance Learning (IRRODL), Vol 16, No 1 (2015), Februar 

Can Experiential Learning Be Applied To eLearning? Part 2

In the first article, Can Experiential Learning Be Applied To eLearning?, we defined the term Experiential Learning and talked about the critical elements of Experiential Learning. We also covered some of the reasons why experiential learning is important.

The 2 Schools of Experiential Learning

Kolb and Experiential Learning

According to the psychologist David Kolb, Experiential Learning is “…a process whereby knowledge is created through the transformation of experience.” This was a radical switch from previously held beliefs of cognitive theorists (emphasis on mental processes) and behavioral theorists (largely ignoring subjective experiences in learning).

Kolb believed that learning was a more holistic experience than simply a function of the cognitive or behavioral elements. In addition to these two, Kolb’s theory recognizes that other factors, including emotions and environmental conditions, greatly influence learning outcomes.

Kolb’s theory of Experiential Learning is based on four factors: Concrete Experience, Abstract Conceptualization, Reflective Observations and Active Experimentation. According to Kolb, these 4 elements form a cycle or process through which learners are able to observe, understand, grasp, practice (experiment) and learn.

Carl Rogers and Experiential Learning

Psychologist Carl Rogers advocated his own theory of Experiential Learning, which is grounded in several core principles:

  1. Learning is accelerated when the student is interested in the subject matter
  2. Where the subject matter is perceived as threatening to the learner (e.g., the need to change his/her behavior or attitude about strongly held perceptions), learning is accelerated if external (threatening) factors are eliminated or reduced
  3. Learning that has been self-initiated by the learner will prove to be more effective than learning that’s forced, without choice of the learner)

According to Rogers, there are two distinct types of learning: Significant (Experiential) and Meaningless (Cognitive). Rogers opined that true learning only takes place when there is confrontation between personal, social or practical challenges and the learner and/or the subject matter being studied.

How Experiential Learning Works?

At its very basic level, Experiential Learning seeks to foster learning as a by-product of learners experiences. Students can read all the books about venturing into space, but it is only an Astronaut who has actually travelled into space and really knows what space travel is all about. You do things. You fail at them. You understand why you failed. Then, you experiment again…and succeed!

Experiential Learning works by designing curriculum seeking to:

  • Mimic (as closely as possible) real-world experiences
  • Structure and monitor those experiences
  • Ensure that there is planned and deliberate “deviation” from the base curriculum
  • Provide ample opportunity for hands-on doing, experimenting and simulation

Using all of these elements produces a powerful learning experience that cannot be replicated by rote or other styles of learning.

How Experiential Learning Can Be Applied To eLearning

So, is there any “real life” application to Experiential Learning, and can we apply eLearning principles to facilitate it? The answer is a definite “YES” to both questions. Given everything discussed above about Experiential Learning, here are two situations where eLearning and Experiential Learning can be combined:

  • Situation#1
    In days of yore, future physicians and surgeons relied on cadavers to hone their skills, and practiced under strict supervision of senior surgeons/tutors in a hospital or clinic. Today, we can design comprehensive eLearning programs to simulate all the skills and knowledge needed by medical practitioners in an operating room. Medical “complications” can be introduced into the setting, and students can be forced to interact with their environment, and think creatively to resolve the challenges posed.
  • Situation#2:
    Learning complex concepts like Trigonometry, Algebra or Calculus is not very easy without extensive help, especially for adult learners. ELearning can change all that! By creating interactive learning content, and offering skills tests, online assignments and quizzes, self-assessment modules, learners can experiment with multiple solutions while they understand the underlying principles of the subject.

In both of these situations, eLearning and Experiential Learning are a perfect fit.

ELearning does not require learners to be co-located with tutors. Learning can be performed at the student’s pace. Students learn by doing, failing, observing (videos, graphics, audio etc.) and then practicing. A varying degree of variability and uncertainty can be introduced in course content. Students can pace their learning based on the skills they learned previously (using a modular approach). Learning happens in a structured manner, yet “uncertainty” is part of that structure. There is a comprehensive mechanism of monitoring, tracking and feedback built using eLearning techniques.

If you want to learn more about Instructional Design and eLearning, please check out the Instructional Design for ELearning: Essential guide to creating successful eLearning courses book. This book is also available in Spanish http://amzn.to/1ur9Fiu

This post was first published on eLearning Industry.

MOOC „Managing the Arts“ – Online-Weiterbildung für Kulturmanager weltweit

Ein gerade laufender MOOC, aber ein “Mentored Open Online Course”, veranstaltet vom Goethe-Institut. Das Konzept der Leuphana Universität Lüneburg, das ja auch schon die Grundlage des “Magenta MOOCs” der Deutschen Telekom bildete, kommt hier noch einmal zur Anwendung. In einem 14-wöchigen Online-Kurs lernen Interessierte die Grundlagen des Kulturmanagements theoretisch und praktisch kennen. Das Besondere dieser MOOC-Variante ist die Arbeit in interdisziplinären Kleingruppen und wird wie folgt beschrieben:

“Die Digital School der Leuphana Universität Lüneburg setzt ihr Konzept der „Mentored Open Online Courses” seit 2012 in verschiedenen Online-Lehrformaten um. Angebote der Digital School basieren auf dem Ansatz des kollaborativen, problembasierten Lernens sowie auf der gezielten Betreuung der Teilnehmer. Dies begünstigt den akademischen Austausch innerhalb der Lerngemeinschaft sowie eine intensive Lernerfahrung aller Beteiligten.”
Goethe-Institut, Februar 2015 

Trailer MOOC Managing the Arts from MOOC Managing the Arts on Vimeo.